Applying adult experiential learning theory to clinical supervision: A practical guide for supervisors and supervisees

Walden, P. R., & Gordon Pershey, M. (2013). Applying adult experiential learning theory to clinical supervision: A practical guide for supervisors and supervisees. Perspectives on Administration and Supervision, 23(3), 122-144. https://pubs.asha.org/doi/10.1044/aas23.3.121

POST 2019_V9_2_Summer (2).pdf

cited by:

Appleman, K. L. (2016). Differences in preferred teaching strategies: A quantitative study of nursing student perspectives(Publication No. 10240555) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global.  https://search.proquest.com/openview/27371c55ae14bec101418f4f91acc44c/1?pq-origsite=gscholar&cbl=18750&diss=y

POST 2019_V9_2_Summer (2).pdf

Armstrong, N., (2021). Speech-language pathologists’ motivations to accept or decline to supervise speech-language pathology graduates students. [Doctoral Dissertation, Indiana University of Pennsylvania]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/0d50a73547c7dc82e58e8d4b0ff73c96/1?pq-origsite=gscholar&cbl=18750&diss=y

POST 2019_V9_2_Summer (2).pdf

Christodoulou, J.N.W. (2016). A review of the expectations of speech-language pathology externship student clinicians and their supervisors. Perspectives of the ASHA Special Interest Groups, 1(11), 42-53. https://doi.org/10.1044/persp1.SIG11.42

POST 2019_V9_2_Summer (2).pdf

Coffin, D. A. (2019). A qualitative case study to explore the pedagogical influences on mid-career occupational therapists(Publication No. 22588815) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://search.proquest.com/openview/b5b5b2094a26ff4f3634857ec765373d/1?pq-origsite=gscholar&cbl=18750&diss=y

POST 2019_V9_2_Summer (2).pdf

Cripe, T. (2020). Nurse educator strategies fostering clinical decision-making in nursing students: A qualitative study(Publication No. 27828770) [Doctoral dissertation, Capella University). ProQuest Dissertations and Theses Global. https://search.proquest.com/openview/1db21eab7bf74294588bd40b12637e32/1?pq-origsite=gscholar&cbl=18750&diss=y

POST 2019_V9_2_Summer (2).pdf

Helou, L. (2017). Crafting the dialogue: Meta-therapy in transgender voice and communication training. Perspectives of the ASHA Special Interest Groups, 2(10), 83-91. https://doi.org/10.1044/persp2.SIG10.83

​​POST 2019_V9_2_Summer (2).pdf

Hall-Mills, S. (2022). Effects of experiential learning on students’ use of facilitative language techniques during shared book reading with young children. Teaching and Learning in Communication Sciences & Disorders, 6(1). https://doi.org/10.30707/TLCSD6.1.1649037808.661764  

POST 2019_V9_2_Summer (2).pdf

Huff, H., & Whisenhunt Saar, K. (2024). “Beautiful Chaos”: Clinicians’ learning experience in collaborative theater Programming. Teaching and Learning in Communication Sciences & Disorders,  8(3).  https://doi.org/10.61403/2689-6443.1314 

POST 2019_V9_2_Summer (2).pdf

Irizarry-Pérez, C. D., Lugo-Neris, M. J., Bedore, L. M., & Peña, E. D. (2021). Establishing diagnostic skills in novice bilingual clinicians: A scaffolded approach. Teaching and Learning in Communication Sciences & Disorders, 5(1), 1-17.  https://ir.library.illinoisstate.edu/tlcsd/vol5/iss1/6/

POST 2019_V9_2_Summer (2).pdf

Liotino, M. (2024). Do you Face-It? Una ricerca azione sui processi di sviluppo dei contenuti e di nuovi strumenti tecnologici per una comunità di docenti di ingegneria dell’automazione. [Doctoral Dissertation, Università degli Studi di Padova]. Scienze pedagogiche, dell’educazione, e della formazione. https://www.research.unipd.it/handle/11577/3511499 

POST 2019_V9_2_Summer (2).pdf

Radville, K. M., Larrivee, E. C., Baron, L. S., Kelley-Nazzaro, P., & Christodoulou, J. A. (2022). Online training modules for teaching assessment skills to graduate student clinicians. Language, Speech, and Hearing Services in Schools, 53, 417-430. https://doi.org/10.1044/2021_LSHSS-21-00068

POST 2019_V9_2_Summer (2).pdf

Rehfeld, D. M., DeMeyer, P., Kugler, A., & Pelczarski, K. (2025). Developing active listening in CSD undergraduates: A pilot comparison of computer-based simulations and immersive virtual reality. Teaching and Learning in Communication Sciences & Disorders, 9(1). https://doi.org/10.61403/2689-6443.1344

POST 2019_V9_2_Summer (2).pdf

Rehfeld, D., Padgett N., and Rainer, D. (2022). Developmental changes in graduate student supervisory needs and expectations: A longitudinal investigation. Teaching and Learning in Communication Sciences & Disorders, 6(1). https://doi.org/10.30707/TLCSD6.1.1649037808.69211 

POST 2019_V9_2_Summer (2).pdf

Resendiz, M., Summers, C., Ruiz-Felter, R., Belasco, E. & Fox, K. (2017). Perceptions of mentoring SLPs and clinical fellows during the clinical fellowship. Perspectives of the ASHA Special Interest Groups, 2(11), 25-41.  https://doi.org/10.1044/persp2.SIG11.25

POST 2019_V9_2_Summer (2).pdf

Roberts, T.A.D. (2018). Perceptions of the achievement gap as experienced among academically proficient to high-achieving African American adolescents in the rural southeastern united states: a phenomenological study. [Doctoral Dissertation, Liberty University]. ScholarsCrossing. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2931&context=doctoral

POST 2019_V9_2_Summer (2).pdf

Tahsini, I., & Wilkins, D. (2024). The patchy landscape of supervision for child protection professionals in Albania. The Clinical Supervisor,  43(1), 22–41.  https://doi.org/10.1080/07325223.2023.2282018 

Van Kessel, L. (2023). Professionele supervisie als een eigenstandige praktijkwetenschappelijke discipline: Ontstaan en ontwikkeling. Professionele Groei, 12, 16–26. https://www.lvsc.eu/professionele-groei/kennisbank/supervisie-als-eigenstandige-praktijkwetenschappelijke-discipline

Vaughn, A. L. (2018). Time well spent: The national survey on time usage in clinical education (Publication No. 13819369) [Doctoral dissertation, Kent State University]. ProQuest Dissertations and Theses Global. https://eric.ed.gov/?id=ED596037

​​POST 2019_V9_2_Summer (2).pdf

Vaughn, A., Tepper, A., & Hughes, C. (2020). Visionary supervision. eHearsay, 10(2) 23-31. https://www.ohioslha.org/wp-content/uploads/2020/07/SSSIssuejuly2020.pdf#page=24

POST 2019_V9_2_Summer (2).pdf

Walden, P. R. (2020). Competency-based education: Purposes and promises. Seminars in Speech and Language, 41(4), 289-297. https://doi.org/10.1055/s-0040-1713780. 

© 2025 Cleveland State University | 2121 Euclid Avenue, Cleveland, OH 44115-2214 | 216.687.2000
Cleveland State University is an equal opportunity educator and employer.